i»l>ri|' 



1 '■./' 



University of Texas Bulletin 

No. 17S0: May 35, 1917 



Visual Instruction Through Lantern Slides 
and Motion Pictures 

BY 

N. L. Hoopingarner 

AND 

G. S. Wehrwein 




Published by the University six times a month and entered as 

second-class matter at the postoffice at 

AUSTIN, TEXAS 



Aionogiapri. 



Publications of the University of Texas 



Publicationg Conmiittee: 

F. W. Graff R, H. Griffith 

J. M. Bryant J. L. Henderson 

D. B. CaSTEEL I. P, HiLDEBRAND 

Frederic Dun calf E. J. Mathews 



The University publishes bulletins six times a month, so num- 
bered that the first two digits of the number show the year of 
issue, the last two the position in the yearly series. For ex- 
ample, No. 1701 is the first bulletin of the year 1917. These 
comprise the official publications of the University : publications 
on humanistic and scientific subjects, bulletins prepared by the 
Department of Extension and by the Bureau of Municipal 
Research, and other bulletins of general educational interest. 
With the exception of special numbers, any bulletin will be sent 
to a citizen of Texas free on request. All communications 
about University publications should be addressed to the Editor 
of University Publications, University of Texas, Austin. 



Ml 



Bl36-917-:?m 

University of Texas Bulletin 

Xo, 17;?0: May 25, 1917 



Visual Instruction Through Lantern Slides 
and Motion Pictures 



BY 



N. L. Hoopingarner 

AND 

G. S. Wehrwein 




Published by the University six times a month and entered as 

second-class matter at the postoffice at 

AUSTIN, TEXAS 






The benefits of education and of 
•useful knowledge, generally diffused 
through a community, are essential 
to the preservation of a free gov- 
ernment. 

Sam Houston 



Cultivated mind is the guardian 
genius of democracy. ... It is the 
only dictator that freemen acknowl- 
edge and the only security that free- 
men desire. 

Mii'abeau B. Lamar 



D. of D* 
DEC 13 1317 



PREFATORY NOTE 

Since the establishment of Extension Work in Visual Instruc- 
tion through lantern slides, and more recently through motion 
pictures at the University of Texas, many inquiries have been 
received concerning slides, manipulation of lanterns, where to 
obtain slides, the conditions under which slides are loaned, and 
many other details. The purpose of this bulletin by Mr. Wehr- 
wein and Mr. lloopingarner is to answer in a brief, concise form, 
many of these questions ; to bring before teachers and others the 
value of Visual Instruction; to show how lantern slides and 
motion pictures can be used for entertainment and in class-room 
work and in what way the Department of Extension of the Uni- 
versity can be of service to the people of Texas in this respect. 
The Department is planning materially to increase its library 
of lantern slides and motion picture films in the near future. 
Supplementary lists in addition to those contained in this bulle- 
tin will be sent upon application. 

J. W. Shepherd, Acting Head of 
Division of Visual Instruction. 



VISUAL INSTRUCTION 

"(iive a child ()l)jects, something tliat can be visualized, let 
him see it with his own eyes, and it is astounding' how rapidly 
that child will learn," said Thomas A. Edison, in speaking of 
visual instruction. "Teach things, not words," is another way of 
s;iying the same thing; and the experiments in science, in agri- 
culture, and the actual work in manual training and domestic 
science show that we are getting away from mere "book beam- 
ing." Even the older subjects are being vitalized. In arith- 
2netic. the teacher uses objeicts in number work, peck and (jnart 
measures in denominate numbers, and has the piipils mea-sure 
the school house and the yard when teaching linear and square 
nu^isures. Many schools are making collections of woods, seeds, 
tiowers and soils, and the geogi'aphy and history classes visit 
places of geographical or historical interest in the community. 

AVhcrc opj)oi'tn]iity for actual obsei'vation is lacking. j)ictures 
nuist be nsed. Geography, literature, history, art — and other 
subjects, perhaps to a less degree — need pictures to nuike them 
realistic. Without pictures, rivers are mere black lines across 
a map instead of surging .streams, and, to a child of the prairie, 
nu)untains arc mei'e crooked marks. Teachers ought to make 
collections of sucli illustrative material from magazines, old 
books. 01- fi'om ])ictui'e companies. These pictures can be 
mounted ou a bulletin board in the school room or used for class 
sbidy. Hut for class woi-k tlic tcaichcr ought to have pictures 
of sufficient size to be seen l)y the whole class. ]\Iere sketches 
and diagrams can bp placed on the blackboard or put on large 
sheets of paper or on cloth in the form of charts, but showing 
a large picture is a. more difficult i)i'oposition. The many ex- 
]iensive "chaits" sold to schools to teach agriculture, ])hysiology, 
])hysical geograj)hy, and even the connnon branvlies show the 
attempts to fill this need. 

Lantern Slides (ind Moiuni I'ichncs. — The need foi- large illus- 
trations in "visual instruction" is mil by lantern slides. These 
ere "condensed pictures," small in Inilk, easil>- transport! d and 
can be .shown wherever a cvn'taiu can be hunu and a room dark- 



6 University of Texas Bullclin 

ened. They are especially adapted to classroom needs. The pic- 
tures on the screen are large enough to be seen by the entire class. 
With a picture showing a Philippine village on the screen the 
teacher can call attention of the whole class to the houses, the 
customs, and occupation of the people. He can show the trop- 
ical vegetation, mountains, rivers, and other natural features in 
a most vivid and natural manner. The camera has been able 
to "catch" the w4iole scene and now the stereopticon recreates 
it for spectators thousands of miles away, ofttimes in natural 




FIGURE I 

'Visual Instruction in the Class Room." — Couites\- of Underwood and Underwood 



colors, for many of the modern slides are beautifully and truth- 
fully colored. 

Better than the lantern slide for the purpose is the motion 
picture, for with it as the agent the processes of manufacture 
and historic events unfold themselves before the audience. The 
motion picture is visual instruction at its best. ' ' Some day our 
school children will be getting far more knowledge from moving 
pictures than from books and lectures," said Edison. The pos- 
sibilities are great, but at present the cost of the apparatus and 
the difficulty of getting suitable films limit the use of the moving 



Visual Insti'uction Through Slides and Pictures 7 

picture. But a great deal is being done to provide films that 
are adapted to educational purposes. At present the films of 
the Bureau of Commercial Economics, of Washington, D. C, are 
available to schools and can be obtained through the Depart- 
ment of Extension. These are industrial pictures showing agri- 
culture, mining, manufacture of fountain pens, watches, matches 
and many other things, and, although they bear the name of the 
company whose particular article is manufactured, they are 
highly educational in character. 

The motion picture does not supplant the lantern slide. Each 
has its special value. Lantern slides can be held on the screen 
indefinitely for detailed study, which is possible with only a few 
specially made moving picture machines at the present. Motion 
picture reels are expensive and need an expert to make and 
direct their production. Lantern slides are comparatively 
cheap, and can be made by any amateur photographer, who 
does his printing and developing, from his own negatives. In 
this way the teacher can easily build up a lantern slide collec- 
tion. Even if he is not a photographer, he can get his slides 
made from diagrams, pictures in books, magazines, or photo- 
graphs by many of the leading slide companies, at prices rang- 
ing from 30 to 50 cents for plain slides and 75 cents to .$1.00 for 
colored ones. ]\lany of the photographers in Texas cities make 
slides. 

Entertainment and Instruction hy Lantern Slides. — The cheap- 
ness and the portability of the lantern and slides allow their 
extended use by county school superintendents, teachers, and 
farm demonstrators. By having slides made of good buildings, 
improved grounds, drinking fountains, terracing, good farming 
practice, and hundreds of other subjects, it is possible to drive 
home lessons in education and agriculture to audiences that can 
not be reached in any other way. 

One of the problems of the school is to provide for the social 
life of the community. Meetings of a, social nature, where the 
people can come together for entertainment and instruction, are 
great factors for bringing people together and, at the same time, 
uniting the school with the community. There is great need for 
this in the rural schools and the smaller towns. The teacher- 



8 Vniversiiy of Texas Bulletin 

leader can do miieh to organize schoolhonse meetings, literary 
societies, mothers' clul)s. civic clubs, group-study courses and 
like organizations, and then vitalize the meetinofs by giving illus- 
trated lectures on such subjects as are of interest to the com- 
munity. Better still, after thoroughly sudying a subject in 
school, the larger pupils can present the lecture, illustrated by 
the slides, to interested organizations. 

Many of the churches of Texas are providing entertainment 
and instruction by the use of lantern slides in Sunday School 
and young people's organizations. Other organizations that are 
also making use of lanterns and slides are farmers' institutes, 
Y. M. C. A.s, librai-ies, ai-t clubs, and group-study clubs. 

Tlie Use of Luniem Slides iyi Regular ScJiool Work. — Many 
of the larger schools and colleges are so well aware of the value 
of visual instruction that some of their class rooms are equipped 
with stereopticon lanterns and, in some cases, motion picture 
projectors. Class rooms are so arranged that shades can be 
drawn and the room darkened. 

Some of the slide companiqs put up classified collections, care- 
fully selected by men who are authorities on physical geography, 
geography, history, and other subjects. These slides are used 
like a library ; a slide may be used in geography in one class, 
in travel, history, or some other subject in other classes. The 
Keystone "600" set is of this type. 

But it is not necessary for a school to own slides. There are 
many sources from which slides may be obtained for the mere 
cost of transportation, among them being the Department of 
Extension of the University of Texas, which now has about fifty 
sets of slides most of them having been chosen with the idea 
of being used in school work as well as entertainment. See Ap- 
pendix. By looking ahead and making requests in proper time, 
the resourceful teacher can obtain slides from the various sources 
to illustrate and vitalize the whole year's work. 

How to Use the Loan. Slides in Connection with School Sub- 
jects. — Suppose the teacher has sent for the University set on 
the Panama Canal. (See page 27.) With the slides there is a 
typewritten lecture describing them and giving the history of 



VisKol iHstrKction Tlirouyh Slides and Pictures 9 

the canal, a description of tlie country, and gciving the story of 
its construction. The pupils can study this lecture beforehand 
so as to be thoroughly familiar with it. On Friday night, for 
instance, it can be ])resented at the schoolhouse meeting as a 
part of the program for the evening, either by the teacher or 
by the geography class, each pupil describing a certain number 
of slides to the audience. Songs, recitations, essays, and a de- 
])ate bearing on the Canal may be a part of the program. 

In the school Avork itself this material may be used in various 
correlated subjects : 

(1) In geography it shows maps of the Canal, ti'ade routes, 
scenery, homes and occupations of the natives and of the Ameri- 
cans: the engineering problems and the construction of the 
C^anal; the effect of the toi'rid climate on laborers, "slides" that 
filled the canal, and sanitation. 

(2) In history it furnishes material for the story of Balboa 
and other explorers, the "days of '49," the attempts of the 
French to buikl the canal, and the creation of the Kepublic of 
Panama. 

(8) In physiology it shows the cause of malaria and yellow 
fever and how the Americans cleaned np the isthmus, giving 
suggestions for practical application in Texas. 

(4) In civics, it leads to a discussion of the government of 
the Canal Zone, the treaties affecting the canal, the fortification, 
and the toll rpiestion. 

(5) After th(^ canal has been studied in one or more classes 
this material can be used in language woi-k to supply subjects 
for essays, letters and compositions. The children can make 
note books of travel, geography, history, etc., and illustrate them 
with their own mai)s. drawings and picures cut from magazines 
and newspapers. The best essays or letters ma.y be used at the 
schoolhouse meeting program. 

Following are some of the subjects that may be used. 

(a) Imagine you are an engineer working on the canal. 
Write a letter- to a fi'icnd telling (1) how you made the Culebra 
cut, (2) how you built (^atum Dam, (3) how you built the 
locks. 

(b) Write a letter telling how a miner in 1849 reached Cali- 



10 University of Texas Bulletin 

fornia by "going around the Horn." In answer, his friend 
tells how "he crossed the Isthmus." Write the friend's letter. 

(c) Write the story of Ferdinand de Lesseps. 

(d) Imagine you are a nurse in the canal zone. Write a 
friend telling how you helped to control the fevers. 

(e) Imagine you are a tourist. Describe your trip from 
Panama to Colon, telling of the locks, Gatum Lake, Culebra 
cut, and other interesting things you would see in going 
through the Canal. 

(f) Make a model out of wood or pastboai'd to show show 
the locks work. Write a description of your model. 

(g) You are a New York merchant buying and selling 
along the west coast of South America. Describe the old 
routes, the new routes since the canal has been finished, the 
products you deal in, and the value of the canal to you. Are 
you afraid of competition from New Orleans and Galveston? 
Why? 

Most of the facts necessary for the above letters and essays 
can be found in the geography, or the lecture. Additional 
material can be obtained from the Extension Loan Library 
of tlie Department of Extension. The resourceful teacher will 
find other topics of similar interest and other uses for the 
lecture. The above is merely suggestive. 

The Stereopticon Lantern for ScJiools. — It is best for the school 
to own a lantern. A good lantern can be bought for $27 to $10. 
the price depending on the equipment and accessories. One 
North Texas school raised enough money at one entertainment 
to pay for its stereopticon. As a rule, the slides of the Uni- 
versity are lent with the understanding that they are not to 
be used for the purpose of making money for an individual, 
but there is no objection to a small admission fee if the money 
is being raised to buy a lantern or other school equipment. 
The rural school without electricity is not barred but can use 
tke Prestolite gas tank, such as is used on automobiles to fur- 
nish the necessary light. Even in daytime the shades may be 
drawn and the windows darkened sufficiently to show the 
pictures. 

A school with its own lantern is independent and can makf 



Visual Instruction Through Slides and Pictures 11 

arrangements for slides from tlie various institutions. If there 
are several schools near together that have lanterns, they can 
send for slides co-operatively and thus lower the express 
charges. 

Buying Co-operatively — the ''Slide Circuit." — Where one 
school can not afford a lantern, several can share the expense. 
Five schools can form a "circuit" and the cost of the lantern 
for each would he less than -I^IO. If they send for loan slides, 
the express can he divided among the five and will he hut a 
tritie for each. At the teachers' institute teachers can or- 
ganize and form such a "circuit," arranging for the order in 
MJiich tliey are to get the lantern, the payment of express 
charges, for gas tanks, and other details. They can make ai-- 
rangements for slides early in the term, selecting the sets they 
will want and the date when wanted. These will be sent to 
the Department of Extension and filed. At the proper time 
the first set will be expressed to ]\Ir. A. who, after using it, 
will send it to B ; B to C, and so on until the circuit is com- 
pleted. The slides are sent back to Austin and the machine 
to A, to begin all over again. AVhen the schools are on a 
railroad the lantern and slides can be expressed from one 
school to another. In this case they are independent of trans- 
portation by wagons or automobiles, which is often difficult 
in seasons of bad weather. 

The circuit plan is really the most economical method and 
gives the greatest possible service for the money spent. In 
Wisconsin the state is divided into a large number of circuits 
and slides and motion picture reels are routed over circuit I, 
then sent to circuit II, etc., until the whole state is covered. 

llie School which lias no Lantern. — The Department of 
Exten.sion has four or five lanterns that it will lend for a 
short time. These must be packed carefully in trunks, making 
transportation charges rather high. Foi' this reason schools 
are urged to buy their own lanterns. 

If possible a circuit should be ari'anged so as to serve a 
number of communities before the lantern is shipped back to 
Austin. It is well to make the request a month or more before 



12 Universifj/ of Texas Bulletin 

it is needed so that a lantern may he reserved for tlie date 
requested. 

Humynary. — The Depai-tnient of Extension nrges schools to 
buy lanterns either individually or eo-operatively, and, if pos- 
sible, to arrange circuits to avail themselves of the ilhistrative 
material obtainable from the T'liiversity and other soui-ces. 
By the "circuit" method the .ureatest economy and efficiency 
is obtained. 

Schools are urged to get some slides of llieir own. if possible. 
The Department can be of service in exchanging the slides ot; 
one school or county superintendent with those of another. 
This will be especially valuable if local geographical and his- 
torical Jiiaterial can be exchanged. 

If possible, moving pictui'e machines should lie installed.' 
These, however, i-eciuire electricity. Inexpensive machines that 
are especially adapted to school use are now on the market. They 
can be operated from an ordinary electric light socket, an in- 
candescent tilanunt globe being used instead of an ai'c li>.:ht : they 
do not re(iuire the usual fire proof booth: the.y ai'e simple in their 
mechanism, and the film can be stopped at any })oint in order 
that special featui'cs of the pictui-e may be .stressed. The De- 
partment of Extension hopes to enlarge the fil mexchange featui-e 
as funds will allow. At the present time the films of the Bureau 
of Commercial Economics are being distributed by the Depart- 
ment. Write for a list of films in stock. 

How SiJDEs M.VY Be Obtained from the T^nivehsity 

Make your requests as soon as possible. These will be filed 
by the Department of Extension and the slides sent out on the 
day requested. Some teachers and preachers have made out 
their schedules for a whole yeai- ahead. In the appendix is a 
sample application blardv properly filled out. Use one of thest; 
blanks for convenience in filing and writing or give the in- 
formation asked for in your letter (choice of slides, expres:^ 
office, whether a gas taidv is to be sent, etc.). This is im- 
portant because if a full equipment is to be sent it has to 
be shipped in a large trunk, each breakable part carefullv 



visual JusfrKcilon Tliroiujh Slides and Pichtres 13 

f)acked. If a gas tank can he obtained at a loeal js^arage 
(or if eleetrieity is used) and if a curtain is provided by the 
school tbe lantern can be i)acked in a much smaller case 
(see Figure HI). The lantern is practically assembled as 
found in the trunk, only the gas burner or electric globe and 
the slide carrier being packed separately. If tlie condenser 
lenses are loose in the cell, it may be necessary to pack these 
separately to prevent their edges from chipping. Slides and 
lectures are shipped in separate shipping cases (except when a 
trunk is sent). If slides are shipped by parcel post, no writ- 
ten or typewritten matter is allowed in the box, and lectures 
must be shipped in separate envelopes as first class matter. 

Conditions Under Which Slides are Lent 

1. The slides of the Department of Extension are lent free 
to the people of Texas. The use must ))e free to the people 
of the communit.y, unless the money obtained is to be used 
to purchase a lantern or slides, or for some definite school 
purpose. 

2. Transportation both ways is to be paid by the borrower. 

3. Repair and breakage of slides and lantern while the 
efjuipment is in the borrower's possession is to be borne by the 
borrower. 

4. Slides and lanterns are lent for a period of five days. 
Ail schedules are made wp on this l)asis. If one person keeps 
the slides over time, someone else will be disappointed. Spe- 
cial arrangement can be made with the Department if an ex- 
tension of time is desired. 

5. Do not change the numbering on the slides. If you find 
it necessary to rearrange the slides for your lecture, kindly 
put them in i)r()i)er order before returning. 

. 6. Fill out the Report Blank. To save trouble, put the 
report blank, i)roperly filled out, in the box when returning 
the slides. If the slides are shipped by parcel post, the repoii 
must be sent back in a searate envelope as first class matter. 



14 



University of Texas Bulletin 



CHAPTER II 

Equipment for Visual Instruction by Lantern Slides- 
Manipulation OP the Lantern 



In order to show lantern slides at their best, the room should 
1)6 made as dark as possible except where a powerful light 
is used in the lantern; then, faint illumination from outside 
will not atil'ect the pictures. This is easy when pictures are 
shown at night, but for class Iroom work or entertainment 
during the day it becomes a serious problem. In the average 
school curtains may be lowered and quilts, wagon covers, or 
dark cloth hung over the windows and the room can be dark- 




FIGUKE II 
Mr. Hoopingarner operating a lantern lighted with gas fiom a prestolite gas tank 

ened fairly well. One county superintendent carried a num- 
ber of pieces of black cloth with him to use for this purpose 
and found them very satisfactory. 

Shades for the school room should overlap the window cas- 
ings by three or four inches. They should be of a dark color 
and heavy material. 

Screen. — A screen 6 by 6 feet is large enough for the ordi- 
• nary school room. A fairly heavy cloth or bed sheet that is 



Visual Instruction Through Slides and Pictures V^ 

not transparent and reflects a soft light will do. However, 
where a school purchases a lantern it is best to buy a screen 
of heavy material mounted on spring rollers like a window 
shade. It can then be rolled up out of the way and be pro- 
tected from dust and from wrinkling (see frontispiece). Some- 
times the white wall of the school room or the curtain of the 
stage can be used very effectively. 

Metallic screens are very efficient reflectors, but unless the 
audience is seated almost directly in front of the screen it is 
difficult to see the pictures. 

21ie Lantern. — While lanterns differ in appearance and de- 
tails of structure and operation, they all consist of the same 
essential parts. If the function of these parts is understooil 



a«.c 




i 'A0fBi-Mmi!»PW^ CA S£ 



FIGURE III 
Showing complete equipment. Lantern operated by electricity, with ease and slides 

there will be little trouble in setting up and operating a stere- 
opticon. 

The source of light, either gas or electricity is housed in the 
lamp house (a), Figures II and III. Next to the light is the 
condenser lens (b), the function of which is to gather the light 
and distribute it uniformly over the surface of the slide. 
This lens consists of two convex lenses mounted on a single 
oell, the curved surfaces facing each other. 



16 University of Texas Bulletin 

Immediately in front of the condensor lens is the slide car- 
rier which holds the slides (C).* A second set of lenses (D) 
(the projection lens) is placed at the front end of the lantern. 
This gathers the rays of lii>ht and projects them on the screen. 
The inia,u:e is inverted in this process, making it necessary to 
place the slide npside down in the machine in order to have it 
appear correctly on the screen, (See also Figure V.) 

In order to focus the lantern and adapt it to varying dis- 
tances from the screen, the distance between the projection 
lens and the slide must he varied. INIost machines allow this 
by having bellows (E), the finer adjustment being made at 
the projection lens. (Screw- F.). The electric lantern shown 
in Figure III depends entirely upon the projection lens for 
focusing. 

^Manipulation of the Lantern 

By referring to the diagrams the teacher ought to have little 
difficulty in setting up the stereoi)ticon. One should take care 
to see that every piece is in its proper position. The lenses 
should be clean. They can be cleaned by moistening the sur- 
faces with the breath and drying them with a piece of cheese 
cloth, linen, or other soft material. A coarse cloth should not be 
used as it will .scratch the lens. 

The lantern should be placed on a table directly in front of 
the screen about 18 to 25 feet away from the screen. This is 
the usual focusing distance for the lanterns sent out by the 
Depai'tment. 

Lightin</ — Gas. The gas most commonly used is acetyline, 
sold in tanks for use on automobiles and motorcycles (Presto- 
lite and Seanchlight). These tanks can l)e rented from garages 
and returned after the gas has been used. The motorcycle size 
[shown in Figure II (Q)] will last for about three or four lec- 
tures of an honi' and a half to two hours in length. Where the 



*In some lanterns the slide carrier has been replaced by other 
devices. In one of them the slides are slipped into a slot from above. 
The second slide forces out the first one. In another machine the 
slides are raised into place by means of a handle from below. 



Visual Instruction Through Slides and Pictures 17 

lantern is to be used for a week or more it is better to get the 
larged sized tank. 

The rubber tube (G) is attached to the tank and the flow 
regulated by means of the key (H). One should be sure to 
have a tight joint at the tank and where the tube is attached to 
the burner so that no gas can escape. 

The burner (I) consists of a lava tip backed by a mirroi. 
(This varies with different lanterns). To light the burner, open 
the valve slowly, light, add more gas until the light is the proper 
height. If there is a hissing sound, there is too much gas. Push 
the burner into the lamp house and pull down the door (k). 
Place the tank under the table so as to get it out of the way yet 
within reach so that the light can be easily regulated during the 
lecture. 

Electricity. For school use and especially for portable lan- 
terns the large 400 watt Mazda globes are now used in place of 
the arc light. (M, Figure III).) These can be attached to the 
ordinary light socket and do not recj[uire any special wiring or 
rheostats. Usually the back part is silvered, thus serving as a 
mirror. The globes are very sensitive and must be packed care- 
fully in cartons with protective material around them. They 
should never be left in the lantern during shipment. In most 
lanterns these globes are lowered into the lamphouse from above 
and screwed into the socket. 

In many communities it is becoming more and more difficult 
to obtain the Prestolite tanks because the automobiles are being 
electrically lighted to a greater extent. A small portable stor- 
age battery has been perfected which can be used in place of 
gas tanks and so make electricity available for rural schools.* 



*One manufacturer announces: "We are now prepared to supply 
a six-volt incandescent bulb for use in both the Model B and C Bal- 
opticons, suitably mounted for convenient interchange with other 
light sources. The six-volt size gives very satisfactory illumination 
and the image which can be obtained is about six or seven feet in 
width. There is practically no heat with this light source, and a 
much sharper and clearer picture is possible with this light source, 
because it much more nearly approximates a point than does acety- 
lene. The six-volt incandescent lamp is operated from a storage 
battery and the battery can be recharged at a garage or electric light 



18 



Uni/versify of Texas Bulletin 



To Adjust. — After the lights are on, darken the room and see 
that the light falls upon the screen properly. The table 
ought to be fairly high so that the stream of light will ' ' shoot ' ' 
over the heads of the audience. By raising the front of the 
lantern, additional height may be obtained. In the electric lan- 
tern [Figure ///] this can be done by merely pulling up the 




FIGURE IV 
The proper light effect on the screen 



front; in the other, by loosening the set screws and adjusting 
the legs [L] or by putting books or blocks under it. 

To Focus. Put a slide into the carrier. Practically all slides 



charging station. A six-volt eighty-ampere hour battery will furnish 
energy for ten or twelve hours' consecutive burning. Where twelve 
volts are used, it might be possible to split the battery in half and 
obtain six volts, which would give just the right pressure. 

"The lighting system of a Ford car can be employed. We believe 
that some of the Ford cars are equipped with six and others with 
twelve-volt outfits, and in the case of the twelve-volt equipment, if 
you can insert enou«h resistance the lighting system could be used." 



Visual Instruction Through Slides and Pictures 19 

have a star, "sticker" or some distinguishing mark in one corner. 
Grasp the slide with the right hand, and, with tile thumb on 
this mark put it into the holder and the slide will appear cor- 
rectly on the screen. 

See if the picture is sharp on the screen. Push in the bellows 
or pull it out until the picture is fairly well in focus, then use 
the projection lens screw (F)- to bring out the fine details. 
Lantern (///) is focussed by the latter method entirely. 

If the picture is too small, move the table with the lantern 
further back into the room and refocus. The nearer the ma- 
chine is to the screen the longer the bellows will need to be. 

To Clear of Shadows. Take out the slide and see if the light 
is clear, bright, and evenly distributed over the screen. Per- 
haps there is a bluish shadow on the screen. (Figure IV) This 
shows that the light is not directly behind the center of the con- 
densing lens. There are* two set screws on the gas burner. 
Loosen these, and (Fig. II) the flame can be raised, lowered, or 
twisted to the right or left. 

If the shadow is on the left (A), it shows that the light is too 
far to the right. If the shadow is like (C) the light must be 
lowered, (D) raised, (B) moved to the right. If the shadow is 
like (E), the light is too near or too far away from the con- 
denser lens. Move the burner backward or forward until the 
screen is clear. In some lanterns this is the only adjustment 
needed. Tighten all screws, then light the gas from the top to 
avoid disturbing the adjustments. 

Make any final adjustments and the equipment is ready for 
use. 

Opaque Projection. Can post cards, pictures from books, 
maps be thrown on the screen by the stereoptieon ? This ques- 
tion is often asked. It can not be done by trying to throw 
the light through the object as in the case of lantern slides, 
but is done by reflection. This is shown in Figure V where the 
two kinds of projection are compared. The light is reflected 
from the post card or picture D through the lens E and by the 
mirror F on to the screen. Considerable light is lost at D and 
F, and by the change in the direction of the light. Larger 
lenses, more intense light, and a shorter distance from the 



20 



University of Texas Bulletin 



screen are necessary to overcome this. As one manufacturer 
:says, "To accomplish really satisfactory results it is necessary 
to have a totally darkened room and a good quality of screen, 
■one with a white opaque or aluminum coating." Except for 



-/V 



S//i/e 




-~:-§^^ 



PATH OF LIGHT IN LANTERN SLIDE PROJECTION 




F = LIGHT 

C = CONDENSING SYSTEM 
P=PROJECTION LENS 
5= SCREEN 



RATH OF LIGHT IN PROJECT/ON OF OPAQUE OBJECTS 



FIGURE V 
Path taken by rays of light in direct and opaque projection 

short projection distances, "the only illuminants we recommend 
for the projection of opaque objects are the arc lamp, using 
from 25 to 35 amperes of current, and the 1000-watt gas filled 
stereopticon Mazda lamp." 



Visual Instruction Through Slides and Pictures 21 



Suggestions for Lantern Purchasers 

Write to the various companies for their catalogues. After 
selecting the type preferred, write to the manufacturers, stating 
3"0ur conditions : the size of the room, whether you wish to use 
gas or electricity, the current available, distance to the screen, 
and whether you want it for permanent use in the school or 
as a portable outfit to be carried about. The company will give 
you advice as to the best type of lantern for your use. 

Get a lantern that is as simple as possible. Test the lens by 
putting a slide in the machine showing a map or one that has 
considerable reading matter on it. See if all the reading mat- 
ter is in good focus to the extreme margin. If it is not, reject 
the lens. 

If any further information is d&sired, write the Department 
of Extension, University of Texas, Austin, Texas. 



APPENDIX. 

Other sources where slides may he borrowed: 
A. and M. College of Texas, College Station, Texas. 
U. S. Department of Education, Washington, D. C. 
U. S. Department of Agriculture, Washington, D. C. 
U. S. Department of Interior, Washington, D. C, 
Russell Sage Foundation, New York, N. Y. 

Slides viay be purchased from the following places: 

Mcintosh Stereopticon Co., Chicago, 111. 

Keystone View Co., Meadville, Pa. 

Education Exhibition Co., Providence, R. I. 

Badger Stereopticon Co., La Crosse, Wis. 

Pierre M. Foltz, 302 N. E. Washington, D. C. 

Central Scientific Co., Chicago, 111. 

Williams, Brown, and Earle, Inc., Philadelphia, Pa. 

Underwood and Underwood, New York, N. Y. 

Victor Animatograph Co., Davenport, la. 

T. H. McAllister Co., 49 Nassau St., New York City. 

Chas. Beseler Co., New York City. 

Stereopticon Companies: 

Bausch and Lomb Optical Company, Rochester, N. Y. 

Victor Animatograph Co., Davenport, Iowa. 

Mcintosh Stereopticon Co., Chicago, 111. 

Spencer Lens Co., Buffalo, N. Y. 

Badger Stereopticon Co., La Cross, Wis. 

Companies Where Moving Picture Machines May Be Pur- 
chased : 
"Motiograph" Enterprise Optical Mfg. Co., Chicago, 111. 
Thomas A. Edison, Inc., West Orange, N. J. 
"Edingraph" Kleine Optical Co., Chicago, 111. 
Badger Stereopticon Co., La Crosse, Wis. 
Simplex Precision Machine Co., New York, N. Y. 
Standard Motion Picture Co., New York, N. Y. 
Portcscope, Motion Picture Scope Co., Chicago, 111. 
De Vry Corporation, Chicago, 111. 
Southern Theatre Equipment Co., Dallas, Texas. 



LIST OF LOAN SETS OF UNIVERSITY OF TEXAS, 
DEPARTMENT OF EXTENSION 

School and School Activities 

1. The Universiiy of Texas (97 colored slides with lecture by 

N. L. Hoopingarner). 
The purpose of this lecture is to give the people of the State 
an idea of the life and work of the University. Among the pic- 
tures shown are the Faculty, the buildings, scenes on the cam- 
pus and abou Austin, the churches and religious influences about 
the campus, famous alumni, and the students at their- work and 
sports. 

2. Bitrnl School Improvcineni in Texas. (Two sets with lec- 

tures by E. E. Davis, Department of Extension, Univer- 
sity of Texas.) 
Both lectures deal with good and bad conditions found in 
Texas schools, houses, seating, lighting, etc. The progress in 
Texas in school gardens, industrial work, consolidation, trans- 
portation, recreation, and the teacher as community leader are 
outlined. 

■3. Construction and Hygiene of School Buildings. (40 plain 
slides with lecture by A. Caswell Ellis and N. L. Hoopin- 
garner, University of Texas.) 
This lecture shows the artificial conditions under which the 

modern child is being educated and shows how proper housing,. 

lighting, heating and ventilation overcome these, and secure the 

maximum of efficiency. 

4. The Improvement of School G-rounds. (32 slides, part col- 
ored, with lecture by Mr. and Mrs. A. Caswell Ellis, Uni- 
versity of Texas.) 
The principles of landscape gardening as applied to school 
ground decoration and how to apply them. Most of the pictures 
are taken on the University grounds and show what can be done 
by the simple, yet effective use of native shrub and trees in 
school ground decoration. 



24 University of Texas Bulletin 

5. TJie School House as a Social Center. (44 plain slides with 

lecture by Clarence Arthur Perry of the Kussell Sage 

Foundation, New York.) 
Mr. Perry shows the need for recreation and what some of 
our larger cities have done in providing for indoor sports, folk 
dancing, study, manual training and sewing in the school build- 
ings outside of school hours. These schools are also used for 
parents teachers meetings, social gatherings, lectures, and work 
room for grown ups. 

6. Socializing xlctivities of the School. (52 plain slides with 

lecture by Mrs. K. jM. Cook, and IMiss Belva Guzzort, of 

the United States Bureau of Education.) 
This set of slides shows the various socializing activities now 
being carried on in rural schools in the United States. It takes 
up the home project in agriculture; the project work in school, 
such as manual training, cooking, sewing, and agriculture, cor- 
related with the school curriculum ; games, athletics, playground 
apparatus, music and other recreation that will help to socialize 
the school. 

7. Consolidation of Rural Schools. (52 slides with an outline 

lecture by A. C. Monahan, U. S. Bureau of Education.) 

With this set of slides is an outline and not a complete lecture. 

References are given to various bulletins on consolidation and 

it is in itself a full discussion of the subject of consolidation 

rather than a mere description of the slides. 

8. Rural School Buildings and Grounds. (52 plain slides with 

lecture by U. S. Bureau of Education.) 
These slides show school buildings and equipment in rural 
communities in various parts of the United States. The lecture 
is an outline of how this set may be used to suit local conditions. 
Good and poor building, heating, playgrounds, and apparatus, 
drinking fountains, transportation, and teacherages are illus- 
trated by the slides. 

9. Recreation: Plays and Games. (62 slides with lectures.) 
Playgrounds of city children in the congested districts, are 

contrasted with playgrounds and parks. Apparatus, baseball, 



Visiuil Instruction Through Slides and Pictures 25 

basketball, races, folk dancing, May-pole dance and games, bath- 
ing, and the sand pile, as elements in producing healthy children, 
are discussed. 

10. The Neiv Era in Country Life and Country Schools.. 

(75 colored slides with lecture by W. H. Dudley, Exten- 
sion Division, of the University of Wisconsin.) 
The outline accompanying the lecture is only suggestive, and 
the slides can be rearranged to adapt the lecture to the needs 
of the audience. The conditions of the older days in country 
life and schools are contrasted with those of modern days. 

Art. 

11. Great Paintings. (45 colored slides with lecture by Miss 

Stella Elmendorf, San Antonio, Texas.) 
This lecture begins with Fra Angelico, in the 14th Century, 
and shows masterpieces of painting from that time to the pres- 
ent. It shows the development of painting from the religious 
subjects of the early painters to the landscapes and portraits of 
our American painters. 

12. Masterpieces of Painting. (49 colored slides with lecture- 

by Mrs. John B. Sherwood, Chicago, 111.) 
This set consists of a different selection of slides from ' ' Great 
Paintings" but also begins with the Italian masters and shows 
the evolution of art through the Spanish, Dutch, English,, 
French, and American artists. 

13. The Child in Art. (50 colored slides with a lecture by 

]Mrs. John B. Sherwood, Chicago, 111.) 
This lecture "brings to you the best paintings of the greatest 
masters who have painted children." Among the painters so 
selected are Titian, Kaphael, Van Dyck, Velasquez, Reynolds, 
Watts, Millett and several Americans. 

14. Architecture. (50 colored slides with a lecture by Samuel 

E. Gideon, Professor of Architecture, University of 
Texas.) 
This lecture traces the evolution of great architecture from 



26 University of Texas Bulletin 

Egypt through Greece, Rome, Byzantium, Italy, the Gothic of 
Germany, France and England, to the modern buildings of our 
own capitol at Washington and the Boston Public Library. 

15. Sculpture. (50 slides with a lecture by Samuel E. Gideon, 

University of Texas.) 
This set of slides deals with the history of sculpture, and illus- 
trates the subject \>y twenty-six slides on Greek sculpture, ten 
on the work of the Italian, four on French and Danish, and ten 
on the work of American sculptors. 

16. Panama Pacific Exposition. (70 colored slides with lecture 

by C. M. Jansky, University of Wisconsin.) 
This lecture takes up the plan of the exposition, the archi- 
tecture, the color scheme, the landscape gardening, illumination, 
mural paintings and sculpture, discussing each subject as a unit 
and illustrating the points brought out by beautifully colored 
slides. 

Geography and Travel 

17. Scenic Wonders of Our West. (100 colored slides with 

lecture by John DeSay.) 
This set consists of twenty-three slides on Yellowstone Park, 
six on Washington (State), thirty-three on California, including 
Yosemite, twenty-four on Arizona, mostly on the Grand Canyon, 
and fourteen on Colorado. 

18. A Tour of the United States. (50 colored slides with 

lecture.) 
The audience is carried on a trip starting at New York to 
Washington, through the South Atlantic States to Florida. From 
here the trip is continued to the west via St. Louis, through the 
Pacific States, and home over Yellowstone Park, Chicago, Phila- 
delphia, with the "wind-up" in New England. 

19. Around the World in Eighty Minutes. (80 colored slides 

with lecture.) 
This trip starts at New York. England is first visited and 
the journey carries the audience across Europe to Italy, Pales- 
tine, Egypt, India, China, Japan, and then overland to New 



Visual Instruction Through Slides and Pictures 27 

York from San Francisco. Many beautiful cities and historic 
scenes are shown. 

20. The Pananm Canal. (Set A: 52 slides, part colored, with 

lecture. Set B: 48 slides, part colored, with lecture.) 

Both sets treat of the geography and history of Panama, work 

of the French, the problem of sanitation, work of excavation at 

Culebra, construction of the locks and Gatum dam, and the final 

completion of the canal and its benefit to the United States. 

21. Palestine and Syria. (72 slides with lecture.) 

The audience is taken on a tour through the Holy Land, land- 
ing at Jaffa on the Mediterranean, going overland to Jerusalem ; 
from here the journey is continued to Bethany, up the Jordan 
Valley, to Bethlehem and other places connected with Biblical 
history, to Damascus, through Syria and back to Beyrut. 

22. Niagra FaVs. (60 slides with outline lecture.) 

The teacher can use the outline to make several lectures from 
this set. Some of the slides show the physiographic and 
geological aspects of the Falls, about fifteen slides treat of power 
development, a few show points of historical interest, while all 
of them with the exception of a few maps, will be of interest 
from the tourist's point of view. Geography teachers will find 
the set of great use in the class room, 

23. Meterology and Climatology. (100 slides with outline 

lecture. ) 
"This collection of slides used in the class room or on the 
lecture platform will do much to make the weather understood, 
not guessed at, by the everyday citizen." The accompanying 
lecture is an outline describing each slide and allows consider- 
able rearrangement to suit the lecturer. About 'fifteen slides 
are devoted to temperature, twenty-five to winds and storms, 
including the Galveston storm, ten to precipitation, twenty to 
clouds and lightning, fifteen to the work of the "Weather Bureau, 
and a few on other climatological data, including the Dayton 
flood of 1913.- Teachers of Geography and Physical Geography 
will find these slides very valuable. 



28 University of Texas Bulletin 

24. The Grand Canyon of the Colorado. (38 colored slides 

with lecture by M, E. Hendy.) 
The lecture takes up the history of the discovery of the Can- 
yon, the geography, and a description of the "magnificent 
majesty, gorgeous coloring, and multiplicity of sculptured forms " 
of this great wonder of nature. 

SciENCiE, Nature and Health 

25. Bird Life. (Set A: 50 colored slides with lecture by W, 

S. Taylor. Set B : 50 colored slides with lecture by Prof. 

Taylor.) 
Both sets are a pleasing personal description of fifty birds, 
their life, habits and their value to Texas. They are a strong 
plea for bird conservation. Set B does not describe the same 
birds as set A. 

26. Forms and Colors of Flowers in their Relation to Insect 

Visits. (65 colored slides with lecture by W. H. Dud- 
ley, Division of Extension, University of "Wisconsin.) 
This lecture treats in a popular and poetical way of the 

various means employed by flowers to attract insects and so 

secure proper pollination. 

27. Burhank''s Plant Creation. (Set A: 86 colored slides with 

outline lecture. Set B: 40 colored slides with lecture.) 
A brief biography is followed by pict^ires of flowers and plants 
used by Mr. Burbank to produce his famous crosses and the 
resulting hybrids. 

28. Insects and Disease. (36 plain slides with lecture.) 

This lecture takes up the way in which insects produce and 
carry diseases. Sleeping sickness, bubonic plague. Rocky Moun- 
tain fever, Texas fever, malaria, yellow fever and tj^phoid are 
among the diseases discussed. 

29. The Cigarette. (25 slides with lecture.) 

These slides are largely diagrams showing the waste and ef- 



Visual Instruction Through Slides and Pictures 29 

feet of cigarette smoking. The lecture is a lengthy discussion 
and covers the subject thoroughly. 

30. Malaria. (No lecture.) 

31. TypJioid Fever. (No lecture.) 

32. Preparation of Food in Various Countries. (No lecture.) 

History 

33. George Washington. (60 colored slides with lecture by 

L. D. Peaslee, Curator of Education, Public Museum, 

Milwaukee, Wis.) 
First of all, the life in the colonies of Washington's time is 
discussed; his boyhood, his part in the French and Indian and 
Revolutionary war and his presidential career. Many scenes 
of the Revolutionary War, pictures of Washington as a farmer 
and his home life arc included. With its explanatory maps, this 
lecture is a good summary of the history of the United States 
from 1764 to 1800. 

Agriculture 

34. Cooperation in the United States. (22 plain slides with 

a lecture by G. S. Wehrwein, University of Texas.) 
This lecture describes cooperation in meat and ice clubs, mar- 
keting: of eggs, dairying, creameries, laundry, truck, and cotton 
marketing. It cites many concrete cases of successful farmers' 
organizations in the United States and in Texas. 

(Note. — The following sets are placed with the Dej^artment 
of Extension by the International Harvester Company. Many 
of the sets are colored; all have printed lectures to explain the 
slides. The Department also acts as the Texas distributing 
agent for all the agriculture charts and slides issued by the 
International Harvester Company, which include many subjects 
not listed below.) 

No. 1. Corn is King. — A most interesting and instructive 
lecture dealing with the corn crop — Essential points in corn 



30 University of Texas Bulletin 

bnprovement — Selecting and testing seed — How to increase 
profits in growing — Designed for the use of lecturers in the corn 
growing states. 

No. 2. Alfalfa on Every Farm. — Treats fully of the agri- 
cultural value of alfalfa as a soil enriching crop — As a feed for 
live stock in comparison with other feeds — Its influence toward 
a diversified system of farming — Effect on land values — Prepa- 
ration of seed bed — Rate of seeding — Essential points in grow- 
ing — Soil inoculation — Harvesting and cai'e of crop, etc. 

No. 3. A Fertile Soil Means a Prosperous People. — An object 
lesson in the great fundamental of agriculture — The Soil — ^What 
it is — Showing the results of over fifty years of experimental 
work in the growing of crops and their effect upon the fertility 
of the soil — A one-crop system — What it means — Crop rotation, 
its objects and results. These charts prepared from authentic 
sources of information obtained from results of investigations 
under many conditions of soil and climate. Deals with the prob- 
lem of living. 

No. 4. Live Stock Farming Means Permanent Agriculture. — 
A vital problem in American farm practice — The growing of 
live stock, its advantages over grain farming — Maintains soil 
fertility — Points to diversification of crops — Conserves waste — 
Means greater profits — A simple yet comprehensive treatment of 
the importance of live stock farming — The feeding of live stock 
— Compiled from actual experiments with crops and animals 
under ordinary conditions. 

No. 5. Dairying. — Importance of the Dairy and its products 
■ — Points in a dairy cow — The Babcock test — How to improve 
the dairy herd — Profits, etc. A very interesting lecture on a 
vital subject which concerns every farming community. 

No. 6. Greater Profit from the Oat Crop. — The oat crop — 
Acreage and distribution in the United States — How to improve 
— Early, medium and late variety tests — Fanning, grading, 
methods of soil preparation, harvesting and care of the crop — 
Treatment for smut diseases, and a number of other interesting 
facts which point to greater profits from the oat crop. 



Visual Instruction Through Slides and Pictures 31 

No. 7. Make More from Fartn Poultry. — Importance of the 
poultry crop — Breeding, feeding and housing — Handling and 
marketing products — How farmers can make poultry pay. 

No. 8. Weeds Mean ^Vaste. — The place of the weed as an 
influence in reducing farm profits — Cost United States $300,- 
000,000 annually — Robs the soil — E educes yield and profit — 
Means wasted land and labor without return — Varieties of weeds 
and their distribution — How to eradicate — A lesson which car- 
ries a message to the home of every American farmer. 

No. 9. Home Economics. — How to live, be healthy and more 
efficient. Nothing concerns the standards of life more than the 
science of the home. A lecture of great interest. 

No. 10. Dangers of the House Fly. — How the common house 
fly spreads filth and disease — Carries typhoid and germs of other 
contagious diseases — Causes thousands of deaths in the United 
States, annually — Its life, habits and breeding places — Methods 
of extermination, etc. A striking lesson which should be borne 
to every household. 

No. 11. Why Teach Agricidture in the Schools? or "The 
Great Forward Movement in Education." — This lecture is of 
vital interest to everyone because it deals with the things which 
concern all the pelople — Can such a subject be without educa- 
tional value? 

Agriculture is active and constructive, scientific and indus- 
trial. It employs the hand as well as the head. It combines 
thought with action, awakens interest, give purpose, teaches 
thrift and self-reliance; and these are the principles which 
underlie character, and success in life. 

If rightly taught, it will develop in early life the ability to do 
a definite thing. It will motivize and strengthen our life's work. 

No. 12. Home Canning by the Cold Pack Method. — It is 
estimated that one-half of the fruits and vegetables grown in 
the United States are wasted. Half of the people are hungry. 
Why not can these products of the soil? The most approved 
method of doing it is by the "Cold Pack Method." It is a 
safe method. It saves work and time — takes the drudgery out 
of canning. 



32 University of Texas Bulletin 

SAMPLE APPLICATION BLANK 

(Reverse side of card.) 

CONDITIONS UNDER WHICH SLIDES ARE LENT 

1. The slides of the Department of Extension are lent free 
to the people of Texas. The use mnst be free to the people of 
the community, unless the money is to be used to purchase a 
lantern or slides, or for some definite school purpose. 

2. Transportation both ways is to be paid by the borrower. 

3. Repair and breakage of slides and lanterns, while the 
equipment is in the borrower's possession, is to be borne by the 
borrower. 

4. Slides and lanterns are lent for a period of five days. 
All schedules are made up on this basis. If one peirson keeps 
the slides over time, someone else will be disappointed. Special 
arrangements can be made with the Department for an exten- 
sion of time when desired . 

5. Do not change the numbering on the slides. If you find 
it necessary to rearrange the slides for your lecture, kindly put 
them in proper order before returning. 

6. Fill out the Report Blank. To save trouble, put the 
report blank, properly filled out, in the box when returning 
the slides. If the slides are shipped by parcel post, the report 
card must be sent back in a separate envelope as first class 
matter. 



Visual Instruction Through Slides and Pictures 33 

(Application side of card.) 
APPLICATION BLANK FOR LANTERN SLIDES 
From University of Texas, Department of Extension. 

Slides wanted : Date wanted : Sept. 23, 1917. 

Panama Canal A 

School Home as Social Center 
(First Choice) 

Dairying 

(Second choice) 
Shall M'^e ship by Express or Parcel Post? Express. 
Shipping address, Llano, Texas. 
Is Department to send a lantern? Yes. 
Is gas or electricity to be used ? Gas. 
Is Department to send curtain? No. Gas tank? No. 
Remarks : We are trying to raise money to buy a lantern. 
Signature, Richard Roe. 
Institution, School. Address Lone Grove, Texas. 

(Sample Report Card) 

Face Side 

Read Carefully Before Using. — One of the conditions of 
this loan is that you will observe the following rules. Note es- 
pecially rules 4 and 6. 



LIBRARY OF CONGRESS 




34 University of Texas Bulletin 

021 355 703 8 

CONDITIONS UNDER WHICH SLIDES ARE LENT 

1. The slides of the Department of Extension are lent free to 
the people of Texas. The use must be free to the people of the 
community, unless the money is to be used to purchase a lantern 
or slides, or for some definite school purpose. 

2. Transportation both ways is to be paid by the borrower. 

3. Repair and breakage of slides and lanterns while the 
equipment is in the borrower's possession is to be borne by the 
borrower. 

4. Slides and lanterns are loaned for a period of five days. 
All schedules are made up on this basis. If one person keeps 
the slides over time, someone else will be disappointed. Special 
arrangements can be made with the Department for an exten- 
sion of time when desired. 

5. Do not change the numbering on the slides. If you find 
it necessary to rearrange the slides for your lecture, kindly put 
them in proper order before returning. 

6. Fill out the Report Blank on the reverse side of this card. 
To save trouble, put the report blank, properly filled out, in the 
box when returning the slides. If the slides are shipped by 
parcel post, the report card must be sent back in a separate 
envelope as first class matter. 

(The Report Side of Card) 

University of Texas, Department of Extension 

Visual Instruction 
Date, 9/33/17. Town, Lone Grove. 
Attendance at each exhibition (1) 75 (2) 100 (3) 50 
Names of sets used: Panama Canal and Dairying. 
Places whore used : Lone Grove, 2 meetings; Llano, 1 meeting. 
Was admission charged? Yes. Amount received. $45. For 
what purpose was the money used? To purchase lantern for 
Lone Grove School. 

Remarks Two slides ivere accidentally broken. Please notify 
me as to cost. 

Signature : Bichard Boe, principal. 
Institution : Lone Grove School. 



DEPARTMENT OF EXTENSION 

Edwin DuBois Shurter, Director of the Department. 
Houston Smith, Secretary of the Department. 



Division of Extension Teaching : 

Raymond G. Bressler, Head of the Division. 
Wm. K. Hall, Registrar of the Division. 



Division of Information: 

J. W. Shepherd, Head of the Division. 

Dan McCaskill, Assistant in Exhibits. 

Erie M, Racey, Assistant in Lantern Slide Service. 

Lenoir Dimmitt, Extension Loan Librarian, 

Jean D. Campbell, Assistant Loan Librarian. 

Louise W. Morris, Reader to Loan Librarian. 



Division of Home Welfare : 

Mary E. Gearing, Head of the Division. 
Minerva Lawi'ence, Lecturer on Home Economics. 
Caroline E. Cook, Lecturer on Home Economics. 



Division of School Interests : 

W. S. Taylor, Head of the Division. 

E. E. Davis, Lecturer on Rural Education. 

Amanda Stoltzfus, Lecturer on Rural Education. 

Roy Bedichek, Assistant Director of the Interscholastic 

League. 
Willie Thompson, Secretary of the Interscholastic League. 



Division of Public Lectures and Publicity: 

W. D. Homaday, Head of the Division. 

Mrs. Elsie Holcombe, Secretary of the Division. 

Mrs. Charles Stephenson, Student Cataloguer. 



